Using Scientifically Based Interviewing in the School District

1. Using Scientifically Based Interviewing in the School District Why Interview?

2. Research-Based Screening • Malcolm Gladwell records the revolution that happened to classical music in his 2005 exploration of the Power of Thinking Without Thinking text, Blink (pp. 250ff)

3. Research-Based Interviews • The Haberman Foundation provides training for school leaders in the Star Teacher Selection and Star Principal Selection protocols • Superintendent Interview • Teacher Coach Interview • School Improvement Officer Interview • Online pre-screen test for principals and teachers Better Teachers; Better Schools What do star teachers do?

4. New Book: Star Teachers: The Ideology and Best Practice of Effective Teachers of Diverse Children and Youth in Poverty Available now from The Haberman Educational Foundation; included in the “Star Teacher” training.

5. Department of Education“Education Innovator” notes: “Studies have shown that the retention rate for teachers who have been hired using the Haberman “Star” Teacher Selection Interview is about 95%-98%. The Milwaukee schools, for example, showed a 95% retention rate eight years after the 137 Haberman-interviewed teachers were hired. “

6. Doctoral Dissertations on the Haberman Interview • Dr. Kavita Kapadia, University of Chicago (2005) • Dr. Pat Frey, Seton Hall (2003) • Sueanne McKinney (Old Dominion University (2001) • Dr. Mary Fostiak, Loyola University, (2000) • Dr. Fred Chesek, “Teachers for Chicago” (1999) • Dr. Leslie Teske UCLA(1999) • Harvard Study 2008

7. Data for the Decade of The Haberman Foundation:1994 to 2010 • Teacher Selection Training in 300 cities; • Principal Selection Training in 25 cities; • Technical Assistance to Departments of Education in Washington, State Departments in Florida, Texas and Kentucky, and individual school districts on alternative routes to certification.

8. Actual Numbers of Interviewers Trained as of 2010

9. On-line Pre-screeners Identify: Teachers Principals Teacher Coach Interview School Improvement Officer Interview Ongoing activities: on-line newsletter; conference presentations; technical assistance for alternative teacher certification programs. New and Additional Activities

10. Interviewing as a Reform Strategy At Spring Branch Independent School District in Houston, achievement levels of students taught by teachers hired from the Haberman interview rose to among the highest in the district, and the use of the Haberman instrument is now regarded as a reform strategy there, VBCREEK. Similar results have occurred in Ontario (CA), Rochester (NY) and across the country;2007,Guilford Cty.NC, highest scoring district in the state.Houston ISD, 2010

11. TX: Dallas ISD • The Dallas Independent School District recently received an Office of Innovations grant to create the Teacher/Principal Retention Pilot Project. The goal of the project was to increase student achievement through extensive teacher and principal selection by using the Haberman Foundation’s selection and management tools. Evaluations were positive.

12. The Online Prescreeners • Enable school districts to collect documents for only those candidates demonstrating at least “starter” knowledge; • Identify candidates with whom the live interview will be time well spent; • Identify candidates who have a sincere interest and investment in working in an urban or highly challenging district.

13. It Only Takes One • It only takes one teacher to save a student – to keep them in school, assist with self-esteem, give them hope. New research supports that finding star teachers who can relate to kids is a key reform strategy. The Haberman Interview identifies such teachers. • http://www.connectwithkids.com/

14. Teacher and Administrator Interviews are Based on Beliefs Beliefs are formed young; they are hard to change. If a teacher does not truly believe all students can learn, administrators can spend decades trying to convince that teacher.

15. Teacher Interview • The prescreener enables leadership teams in districts with students in poverty to predict which teachers will do well on the Haberman Star Teacher Interview; • The interview gives in-depth belief profiles.

16. The Value of Live Interviewing If a candidate does poorly on the pre-screener, no additional paperwork need be gathered. If they do well, a live interview is arranged.

17. The interview evaluates candidates’ predispositions, knowledge of, and skill in teaching lower income students. Ten components are rated: “Persistence” 2. “Organization and Planning” 3. “Values student learning” What Does the Teacher Interview Predict?

18. 4.”Theory to Practice” 5. “At-Risk Students” 6. “Approach to Students” 7. “Survival in the Bureaucracy” Will the Candidate Stay in Challenging Classrooms?

19. Will the Candidate Build Relationships with Students in Poverty? 8. “Fallibility” refers to how the teacher plans to deal with mistakes made in the classroom.

20. Understanding the Teacher Interview Results • Individuals in the first two quartiles are predicted to have significantly higher rates of success in challenging and urban schools than individuals in the third or fourth quartile. • Individuals in the third quartile need extensive staff development.

21. Administrator Interview Enables leadership teams in districts with diverse students to predict which administrators will support teachers who are “stars.”

22. Do We Know What We’re Looking For? Interview training establishes a common language about “what we’re about here” and how a district defines the essence of leadership.

23. What Does the Administrator Pre-screener Predict? • How will respondents answer 13 well-researched key dimensions of school administration? • Would a live interview with this principal or administrator be time well spent?

24. Sensitivity to Diversity Creates a Common Vision 13 Star Administrator Dimensions Predicted

25. 3. Develops Positive Working Climate 4. Improves Instruction Will the Candidate Generate Positive Change?

26. 5. Data Driven 6. Product-Centered Will the Candidate Be Effective?

27. 7. Personal Accountability 8. Leader vs. Delegator Will the Candidate Be Responsible?

28. In What Directions Will the Candidate Reach? 9. Expanded Principal's Role vs. Traditional Principal's Role 10. Bottom-up Representativevs. Top-down Representative

29. Will Key Stakeholders Have Power? 11. Parents with Voice vs. Parents as Helpers 12. Client Advocate vs. Staff Advocate

30. Will the Candidate Be Active or Passive? 13. Problem Solver vs. Reactor This dimension predicts whether the respondent will be a dynamic, creative leader, or whether s/he will passively wait for problems and solutions to be presented to him/her.

31. Rating the Administrator Interview Results • Administrator candidates who score a high or acceptable on the 104 items are predicted to have significantly higher rates of success in challenging and urban schools and score equally as well on the live Haberman Principal Interview. • School districts can choose their own cut-off positions or utilize the instrument to enter candidates into a pool.

32. Visionary Hiring Thank you for an opportunity to share something about the instruments that will enable you to give your school or organization visionary hiring.

33. The Haberman Educational Foundation • www.habermanfoundation.org • 1-800-667-6185 Delia Stafford, President • Contact information,d.staff@altcert.org